• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.3
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• pp.242-248
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• 2017

The purpose of this research is investigate the perception of first aid and differentiate between factors. The research subjects were 188 childcare teachers who work for day care centers in Chungchungnam-do, Republic of Korea and 70 pre-service childcare teachers who major in childcare in colleges in the same area. Collected data were converted to frequency and percentage, and cross correlation analysis was conducted for difference verification. The survey results are as follows. First, regarding the perception of first aid, there was a difference between childcare teachers and pre-service childcare teachers in their ability to cope with an emergency situation and responses to questions regarding frequent emergency situation. Second, the percentage of incorrect answers was high in the questions about impaction, poisoning, and biting. There were significant differences between the answers of childcare teachers and pre-service childcare teachers in questions about bleeding(injury), high fever, and CPR. In all of these questions, the percentage of correct answers of childcare teachers was higher. Regarding this result, clinical training for various emergency situations is needed.

• The Mathematical Education
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• v.63 no.3
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• pp.451-466
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• 2024

This study investigated elementary preservice teachers' conceptions of a generating line, an ambiguous concept in school mathematics. The preservice teachers' conceptions of a generating line can be classified into four types: (a) only cones have generating lines, (b) only cones and cylinders have generating lines, (c) solids of revolution have generating lines, (d) straight lines on the lateral surface are generating lines. 22.1% of all preservice teachers believed that only cones have generating lines, and most of them followed the definition of a generating line presented in elementary mathematics textbooks. The conception that only cones and cylinders have generating lines was the least investigated. However, since there were instances where generating lines were defined with the use of a director curve, it became important to explore topics more thoroughly, such as generating lines of a truncated cone. 27.9% of all preservice teachers believed that solids of revolution have generating lines. This conception was marked by differing opinions on whether spheres also have generating lines. The conception that straight lines on the lateral surface are generating lines was the most frequently investigated. This conception differs from the traditional view in school mathematics because it suggests using a director curve to define generating lines. Based on these analysis results, the researcher developed specific teaching methods that considered both subject matter knowledge and pedagogical content knowledge for preservice teachers. In addition, the researcher proposed a consensus definition of a generating line in mathematics education.

• Journal of the Korean earth science society
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• v.23 no.3
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• pp.242-258
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• 2002

This study investigated preservice teachers' understandings of the ontology and epistemology underlying constructivist notions of teaming. Throughout this study, the epistemological, ontological, and pedagogical characteristics for each teacher's developing views of learning were identified through four in-depth interviews. Data from interviews were used to create three profiles containing ontological beliefs, epistemological commitments and pedagogical beliefs. This study has demonstrated that the notion of a constructivist profile change has significant potential for informing the analysis and description of preservice teachers' beliefs changes. Major findings include: constructivist profile changes overtime, diversification of profile components over time, features of the teachers' pedagogical belief profile changes, and teachers' unawareness of their profiles. However, changes in ontological beliefs and epistemological commitments were not easy, nor were they easily internalized for these teachers. The implications of this research are that preservice teachers should be aware of coexisting different categories of their learning-to-teach profiles, and that teacher educators should provide these preservice teachers with instruction designed to change preservice teachers' profiles towards increasing constructivist views of teaching and learning and restricting other undesirable categories.

• Journal of Korean Elementary Science Education
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• v.43 no.4
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• pp.536-543
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• 2024

The purpose of this study is to quantitatively examine the awareness of the elementary school pre-service teachers about carbon neutral education. To achieve this purpose, 45 students in the advanced humanities course, 49 students in the advanced science course, and 47 students in the advanced arts and physical education course at B University of Education were selected as the research subjects. The results of this study are as follows. First, the elementary school pre-service teachers recognized that climate change is a very serious problem and that it may be is closely related to carbon neutrality. In addition, they chose social studies and science as the subjects that would be in charge of carbon neutral education. Second, the elementary school pre-service teachers in the advanced humanities, sciences, and arts and physical education courses at the universities of education showed no difference in their awareness of the carbon neutral education. Third, there was no difference in the awareness about the climate change, carbon neutrality education, and carbon neutral subject education between the elementary school pre-service teachers and the elementary school teachers. However, while the elementary school pre-service teachers thought that the implementation rate of the carbon neutral education in schools was average, the elementary school teachers thought that carbon neutral education was not being implemented well in elementary schools.

• School Mathematics
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• v.18 no.1
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• pp.61-83
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• 2016

There has been a continual need for change of teachers' assessment practices as shifting a paradigm in education. Teachers' appropriate perception of assessment influences quality of assessment and leads to change of teachers' assessment practices. This study aimed at investigate prospective elementary teachers' perceptions on assessment in mathematics. To this end, we conducted a survey with the questionnaire which was developed based on previous studies on assessment. The questionnaire was composed of 41 questions about purposes and roles of assessment, materials of assessment, reliability of assessment, methods and strategies of assessment. 95 prospective elementary teachers participated in the survey. As a result, we found that prospective elementary teachers had appropriate perception on roles of assessment, materials of assessment and strategies of assessment, whereas they showed somewhat narrow perception on reliability of assessment, purposes and methods of assessment. Based on the results, we presented possible explanations about prospective elementary teachers' lack of perception on assessment and discussed implications for prospective elementary teacher education.

• Journal of the Korean School Mathematics Society
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• v.20 no.4
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• pp.465-494
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• 2017

Teachers' conceptions about teaching are important driving and also interfering forces which might affect their actual practice and training. This research explores preservice mathematics teachers' conceptions of teacher discourse, through tasks analyzing and evaluating teachers' moment-to-moment discourse moves which occur in authoritative and dialogical classroom discourse. Some facets of the preservice teachers' conceptions were congruent with dialogical discourse: they criticized teacher's one-way communication and ignoring students' voices; they supported teacher's questions probing students' thinking and receptive attitude to ward students' wrong answers. However, some deep and subtle facets of their conceptions were more congruent with authoritative discourse rather than dialogical discourse: they positively perceived teacher's closed, information seeking questions that funnel students' thinking to the predetermined procedure; they emotionally resisted teacher's questions which might facilitate dialogical engagement by allowing students to judge mathematical correctness of ideas from their peers. Preservice teachers' conceptions of teacher discourse explored in this research provide useful foundations on which to build continuous and coherent teacher professional development programs about classroom discourse.

• Communications of Mathematical Education
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• v.30 no.1
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• pp.101-120
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• 2016

The purposes of the study were to analyze pre-service mathematics teachers' MKT and to examine the perceptions of MKT to find implications for the improvement of pre-service mathematics teacher education program in the aspect of teachers' content knowledge. Twenty-six pre-service mathematics teachers participated in the survey to examine the perceptions of MKT and they also finished two MKT tasks which focused on a specific area of middle school geometry. According to the survey results, the participants thought that they have enough knowledge in all categories of MKT except KCT-2 and they appreciated the importance of MKT education in pre-service mathematics teacher education program. However, the participants showed difficulties in MKT task items which required SCK, KCS, KCT, especially, the proportions of those who showed appropriate knowledge on the items required SCK and KCT was less than 50%. These results show disagreement between the perceptions of pre-service mathematics teachers' MKT and practice of MKT.

• Journal of Digital Convergence
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• v.10 no.9
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• pp.47-57
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• 2012

This study was conducted to investigate the pre-service teacher's perception of the possibility of using smartphones in the classroom, moreover, to confirm the policy related to using smartphones in schools. For the objectives, this study, firstly, investigated the pre-service teacher's awareness of having cellphones in the classroom, secondly, analyzed the pre-service teacher's opinion of using smartphones for educational objectives and elements for those investigated objectives, finally, investigated the school policy for educational objectives of using smartphones. The participants of this study were 146 pre-service teachers among three universities in Seoul. The results showed that the pre-service teachers opposed using cellphones in the classroom. Next, it was found that most of them had smartphones and they knew how to use them effectively. For the aspects of educational use of smartphones, they recognized that smartphones could be used as a smart educational tool, an efficient teaching and learning tool, and an assistant tool for teaching and learning. In order to use smartphones for the investigated educational tools, the learning contents, the ways of teaching and learning, and the technical support of the school should be prepared. Finally, the pre-service teachers thought that the school policy should be changed in order to use smartphones for educational objectives, and the school policy with regard to using smartphones in the classroom should be decided by the teachers. Most of all, for the educational use of smartphones, the pre-service teachers believed that the change of the students' perception was the most significant.

• Communications of Mathematical Education
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• v.27 no.3
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• pp.283-299
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• 2013

Mathematics textbooks based on storytelling in elementary schools started to apply a new method of teaching math to the first and second grade students from this year. By surveying the actual responses of both in-service and pre-service teachers, this study aimed to find out critical opinions to assist future math teachers. The survey was conducted among 124 in-service teachers and 112 pre-service teachers, asking what they needed for the understanding of the storytelling theory and for the preparation of actual lessons. After analyzing data, we concluded that in-service teachers have more positive opinion about the efficiency of teaching and learning mathematics based on storytelling, but more negative opinion about the appropriateness of storytelling as a means for teaching and learning mathematics than the pre-service teachers in elementary school. The in-service elementary teachers also want to have well-organized teaching resources for storytelling and development. Through a lot of training, more and more creative ways of applying the storytelling method can be learned and concrete presentations of real lessons need to be shared. Approximately 87% of pre-service teachers believe the storytelling method is a necessity in teaching math.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.1
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• pp.1-17
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• 2019

In this study, prospective teachers were involved in arranging the teaching sequence of multiplication and division of fractions and decimal numbers based on their experience and knowledge of school mathematics. As a result, these activities provided an opportunity to demonstrate the prospective teachers' perception. Prospective teachers were able to learn the knowledge they needed by identifying the differences between their perceptions and curriculum. In other words, prospective teachers were able to understand the mathematical relationships inherent in the teaching sequence of multiplication and division of fractions and decimal numbers and the importance and difficulty of identifying students' prior knowledge and the effects of productive failures as teaching methods.